A notional syllabus places the greatest emphasis on the use of the language, unlike most foreign language syllabuses, which emphasize its structural form. Each entry defines a type of purposeful communication. When the student has mastered the syllabus, he has thus acquired a communicative competence. (CFM)

A discussion of error analysis understood as the differences between the way people learning a language speak and the way adult native speakers use the language. The inevitable errors can be turned to pedagogical advantage if the teacher provides appropriate feedback to help the learner modify his grammar. (AMH)

Second language (L2) learning has much more in common with L1 acquisition than has been traditionally acknowledged. New ideas about the nature of language, how it is learned, and how it is used must be taken into consideration when planning foreign language programs. (Author/CFM)

Examines some problems involved in compulsory second language instruction on the secondary level, and suggests some approaches to second language instruction that stress cognitive development and awareness of language. (AM)

In order to derive the greatest benefit from French texts, instruction should be in three phases: Discovering the text and collecting information; sorting and practicing language items; integrating old and new vocabulary and language. Examples of discussion and test questions relating to certain texts are included. (CHK)

Shortened version of a speech given at the Annual Conference, Joint Council of Language Associations, at the University of Kent, Canterbury, England in December 1970. (DS)

Discusses the process of integrating language laboratory work into the existing syllabus of language courses, using technical facilities, and a resident native speaker as a "voice" for recording material. (NCR)

Describes the functional/notional approach to language instruction, discussing key features, misconceptions, and practical applications of the model. (AM)

Presidential address delivered at the Tenth Annual General Meeting of the Audio-Visual Language Association held December 28, 1971, at the University of Nottingham, England. (DS)

Discusses and critiques the notional/functional syllabus and the concept of "threshold level" as elaborated by the Council of Europe. (AM)

Alternatives to prose translation as a language test are discussed, and an experimental reorientation test in French given to 128 prospective A level candidates is described in detail. (RM)

Discusses various uses of testing in language teaching as well as testing that occurs in normal language use. (RM)

The objective of the procedure outlined in this article is to introduce new items, bring the learner to the point of being able to integrate these items in his approximative competence and so extend his ability to the production of extended discourse. Lesson transcripts document the use of the procedure. (Author/CFM)